nTypically consists of 3-7 students nEspecially recommended for students with learning problems nTier 2 instruction in an RTI model nAttempt to group students who have similar instructional needs in a specific academic area. nAdvantages: nStudents are able to participate more during instruction. nTeachers are able to provide more instruction, praise, feedback. nStudents are able to progress at their own rates. nSmall-group instruction typically is less boring. nTeachers using small-group instruction are able to monitor the progress of students better and make teaching modifications. nSmall-group instruction provides students with language differences with a more comfortable setting for participating and asking for clarification. nThe small-group arrangement is especially important for students with learning and behavioral problems. nA small-group follow-up can be helpful to students who do not learn sufficiently during large-group teacher presentations. nSmall-group instruction may have an advantage over one-on-one instruction because a student with learning problems, may, through observation, learn a skill that is being taught to another group member. nSmall group settings provide the opportunity to increase the intensity of intervention for students who have moved to Tier 2 in an RTI model.
_Small Group Instruction
nDisadvantages:
nStudents are required to do more seatwork. nTeachers must do more planning. nTeachers must organize more instructional variables (such as grouping students, managing transitions, monitoring seatwork activities for students when they are not in their small group. nTeachers must provide more instruction in the respective academic or content area.
Guidelines for Small Group Instruction
nEstablish rules for small-group instruction. nMake the groups as homogeneous as possible. nMaintain flexible groupings. nLocate the small group in an area that allows the teacher to scan the entire class. nPlace the students in a semicircle so that their shoulders align with the shoulders of the students beside them. nUse motivation activities during small-group work.
~Large Groups~
Large Group Instruction
nIf the teacher uses effective presentation strategies such as demonstration, modeling, and guided practice and supplements them with cooperative learning, small group instruction, follow-up direct instruction, or engaging seatwork activities, large group instruction can be effective for teaching academics and social skills to students with diverse needs. nIn a response to intervention (RTI) framework, much of the Tier I instruction is provided in a large-group format. n Advantages: nIt is time-efficient. nStudents are prepared for lecture-type of instruction in postsecondary and secondary settings. nGeneral and special educators who co-teach may share the responsibilities of teaching the large group. nDisadvantages: nIt does not allow for the teacher to deal easily with the diverse abilities and skills levels. nQuestions may go unanswered. nDistracted students may remain off-task. nStudents who need more intensive instruction may fail to receive it. nFor high-ability students, large-group instruction frequently moves too slowly. nFor low-ability students, it usually moves too quickly. nBehavioral problems are likely to result because of boredom or frustration. Instruction
n Keep instruction short n Use questions to involve students in the lesson n Use lecture-pause routines n RAP Procedure n Encourage active participation among lower performing students while maintaining the involvement of higher achieving students. n Use visual aids to promote understanding of lecture material. n Maintain a lively pace. n Determine the rules for behavior during presentation. n Determine the rules for behavior during discussions. n If students misbehave, praise students who follow the rules. nUse flexible grouping. n_Important Aspect of RTI Tier 2 Instruction _ nUse participation buddies to promote student involvement. nUse response cards to promote participation. nUse Ask, Pause, and Call. nUse signals to avoid surprise call-ons. One Student With Teacher nUsed to help student with learning problems learn a new skill nAppropriate for students who are learning skills that are different from rest of the class nCan be used to intensify interventions in Tier 2 or Tier 3 of RTI framework nCan be used spontaneously with group methods of instruction n3-5 minutes is just the amount of time needed to help a student understand a concept, receive correct feedback, understand directions, and feel motivated to continue working. ~Self Correcting Devices~ Examples of Feedback Devices n Flap n Windows n Stylus n Matching Cards n Answer on Back n Tab n Pocket n Holes n Clips n Strips on Folder
~Response to Question 1~ One important method that is discussed in the video is having benchmarks for students; having deadlines for different parts of the project. The teachers discuss having the students make a portfolio to display the final project at the end of the semester to show all of the work that has been accomplished.
~ Response to Question 2~ I think that the way a teacher places the desks in his or her classroom is contingent upon the students. When desks are placed in groups, the possibility for talking and not paying attention in class greatly increases. However, if groups are desked together, it may also enhance the ability for students to help each other, and to help develop peer relations. My personal preference, not only as a former student, but also a future teacher, is definitely grouping, or students teaching students. I feel that there will always be times in a classroom, that because there is only one teacher, and possibly one or two other adults that are able to help, that it may be difficult for students' questions to be answered in a timely, effective manner. If students are strategically placed in groups where at least one student is able to help, this may be one of the most effective ways to help children learn in a classroom.
~Small Groups~
SMALL GROUP INSTRUCTION
nTypically consists of 3-7 students
nEspecially recommended for students with learning problems
nTier 2 instruction in an RTI model
nAttempt to group students who have similar instructional needs in a specific academic area.
nAdvantages:
nStudents are able to participate more during instruction.
nTeachers are able to provide more instruction, praise, feedback.
nStudents are able to progress at their own rates.
nSmall-group instruction typically is less boring.
nTeachers using small-group instruction are able to monitor the progress of students better and make teaching modifications.
nSmall-group instruction provides students with language differences with a more comfortable setting for participating and asking for clarification.
nThe small-group arrangement is especially important for students with learning and behavioral problems.
nA small-group follow-up can be helpful to students who do not learn sufficiently during large-group teacher presentations.
nSmall-group instruction may have an advantage over one-on-one instruction because a student with learning problems, may, through observation, learn a skill that is being taught to another group member.
nSmall group settings provide the opportunity to increase the intensity of intervention for students who have moved to Tier 2 in an RTI model.
_Small Group Instruction
nDisadvantages:
nStudents are required to do more seatwork.
nTeachers must do more planning.
nTeachers must organize more instructional variables (such as grouping students, managing transitions, monitoring seatwork activities for students when they are not in their small group.
nTeachers must provide more instruction in the respective academic or content area.
Guidelines for Small Group Instruction
nEstablish rules for small-group instruction.
nMake the groups as homogeneous as possible.
nMaintain flexible groupings.
nLocate the small group in an area that allows the teacher to scan the entire class.
nPlace the students in a semicircle so that their shoulders align with the shoulders of the students beside them.
nUse motivation activities during small-group work.
~Large Groups~
Large Group Instruction
nIf the teacher uses effective presentation strategies such as demonstration, modeling, and guided practice and supplements them with cooperative learning, small group instruction, follow-up direct instruction, or engaging seatwork activities, large group instruction can be effective for teaching academics and social skills to students with diverse needs.
nIn a response to intervention (RTI) framework, much of the Tier I instruction is provided in a large-group format.
n
Advantages:
nIt is time-efficient.
nStudents are prepared for lecture-type of instruction in postsecondary and secondary settings.
nGeneral and special educators who co-teach may share the responsibilities of teaching the large group.
nDisadvantages:
nIt does not allow for the teacher to deal easily with the diverse abilities and skills levels.
nQuestions may go unanswered.
nDistracted students may remain off-task.
nStudents who need more intensive instruction may fail to receive it.
nFor high-ability students, large-group instruction frequently moves too slowly.
nFor low-ability students, it usually moves too quickly.
nBehavioral problems are likely to result because of boredom or frustration.
Instruction
n Keep instruction short
n Use questions to involve students in the lesson
n Use lecture-pause routines
n RAP Procedure
n Encourage active participation among lower performing students while maintaining the involvement of higher achieving students.
n Use visual aids to promote understanding of lecture material.
n Maintain a lively pace.
n Determine the rules for behavior during presentation.
n Determine the rules for behavior during discussions.
n If students misbehave, praise students who follow the rules.
nUse flexible grouping.
n_Important Aspect of RTI Tier 2 Instruction _
nUse participation buddies to promote student involvement.
nUse response cards to promote participation.
nUse Ask, Pause, and Call.
nUse signals to avoid surprise call-ons.
One Student With Teacher
nUsed to help student with learning problems learn a new skill
nAppropriate for students who are learning skills that are different from rest of the class
nCan be used to intensify interventions in Tier 2 or Tier 3 of RTI framework
nCan be used spontaneously with group methods of instruction
n3-5 minutes is just the amount of time needed to help a student understand a concept, receive correct feedback, understand directions, and feel motivated to continue working.
~Self Correcting Devices~
Examples of Feedback Devices
n Flap
n Windows
n Stylus
n Matching Cards
n Answer on Back
n Tab
n Pocket
n Holes
n Clips
n Strips on Folder
~Response to Question 1~
One important method that is discussed in the video is having benchmarks for students; having deadlines for different parts of the project. The teachers discuss having the students make a portfolio to display the final project at the end of the semester to show all of the work that has been accomplished.
~ Response to Question 2~
I think that the way a teacher places the desks in his or her classroom is contingent upon the students. When desks are placed in groups, the possibility for talking and not paying attention in class greatly increases. However, if groups are desked together, it may also enhance the ability for students to help each other, and to help develop peer relations.
My personal preference, not only as a former student, but also a future teacher, is definitely grouping, or students teaching students. I feel that there will always be times in a classroom, that because there is only one teacher, and possibly one or two other adults that are able to help, that it may be difficult for students' questions to be answered in a timely, effective manner. If students are strategically placed in groups where at least one student is able to help, this may be one of the most effective ways to help children learn in a classroom.